Teaching in the age of disaster slides
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In the face of climate change, environmental injustice, gun violence, pandemics, mass migrations, and other challenges, liberal arts education is more essential than ever. How might liberal arts faculty prepare students for the Age of Disaster? Dr. Madsen suggests the answer lies within a diverse constellation of practices, among them developing students maker competencies, committing even more deeply to interdisciplinarity, designing for inclusivity in courses and programs, and rooting out subtle and not-so-subtle departmental and institutional white supremacies.
Teaching in the age of disaster slides
- 1. T E A C H I N G IN THE AGE OF DISASTER Designing Liberal Arts Education for Inclusivityand Survival
- 3. We need to be graduating creative, courageous, resourceful, and resilient humans. We need to welcome all perspectives, all voices, all bodies. We still think too narrowly about student identity. We have a white supremacy problem. My argument, part 1:
- 4. We need to address these white supremacies in every unit and at every level of the institution. Teaching in the Age of Disaster requires us to at once reinvest deeply in the liberal arts and rethink their connections to knowledge, skills, and vocation. My argument, part 2:
- 5. inclusion and exclusion on campus investment in white supremacist thinking (and other forms of discrimination) strategies for inclusivity useful philosophy: maker competencies A road map for this talk
- 6. In the 1990s, one institution alienated me by excluding others.
- 12. So I left.
- 17. Wait. . .wasnt this talk supposed to be about teaching?
- 19. One approach: maker competencies
- 20. Identify the need to invent, design, fabricate, build, repurpose, repair, or create a new derivative of some thing in order to express an idea or emotion, to solve a problem, and/or teach a concept.
- 21. Assess the availability and appropriateness of tools and materials. Produce prototypes using itera:ve design principles. Collaborate e鍖ec:vely. Translate technical or disciplinary jargon so that its useful to laypeople. Connect those seeking to learn something with those who have relevant experience. Be mindful of the spectrum of cultural, economic, environmental, and social issues surrounding making. Weigh the costs & bene鍖ts of seeking intellectual property protec:ons vs. making project outputs open and freely available to others.
- 22. Find student projects at http://inhershoes.idahohistory.org/
- 23. Lets review.
- 24. Questions? Additional relevant resources: http://bit.ly/teaching-age-of-disaster Leslie Madsen Director, IDEA Shop and Associate Professor of History Boise State University lmadsen@boisestate.edu Twitter: @lesliemb